Guess some stuff about me!
- Do I like books?
- Do I love potatoes?
- Do I often pet cats?
- Are cats better than dogs?
- Do you know who I am yet?
Top Ten reasons to live in a van with your partner
- No rent!
- If you don't like your yard, you can move!
- You have all of your stuff with you all the time.
- You have all of your stuff with you all the time, so you get rid of junk you don't need.
- You develop incredible patience because almost everything you do is a process.
- You can go anywhere there are roads!
- You can sleep inside National Forests... with bears!
- It can being trying for your relationship, so if your partner is a jerk, you find out right away and you can dump them!
- You meet SO MANY incredible people.
- You meet SO MANY cute animals.


Plugin Information |
|---|
View Implied Labels on the plugin site for more information. |
Older versions of this plugin may not be safe to use. Please review the following warnings before using an older version:
Implied Labels Plugin
Infer dynamic node labels using configured implications.
Lets have a node with linux
, rhel
, rhel6
and rhel6_4
labels. Most of this information is redundant and can be inferred from rhel6_4
label. Here is an excerpt of Implied Labels Plugin configuration to do just that.
This plugin gathers the implication rules to one place (Manage Jenkins > Label implications) so explicit node labels can be defined in more concise form (without redundancy). Implications are readable for every user with Jenkins.READ
but only Jenkins.ADMINISTER
is authorized to configure. Plugin also detects explicitly configured node labels that can be inferred using existing implication rules.
Details
Jenkins administrator can declare any number of implication rules for label inference. An implication consists of label expression and atom list. A node that matches label expression will have assigned new labels from atom list. Labels contributed from Implied Labels Plugin are dynamic labels and thus not saved in configuration. Implications are evaluated in topological order so implication expressions can refer to labels contributed by other implications.


Democrats to send 10 to next week's presidential debate stage
by CNN NewsourceTen Democratic presidential candidates have qualified for the November debate , the Democratic National Committee announced on Thursday.
The most notable candidate to miss this month's debate will be Julián Castro, the former Housing and Urban Development secretary, who did not receive a single poll that moved him closer to reaching the committee's polling threshold.
Former Rep. Beto O'Rourke, who was on the debate stage in October, dropped out earlier this month.
The ten candidates to make the stage are:
- Former Vice President Joe Biden
- New Jersey Sen. Cory Booker
- South Bend, Indiana, Mayor Pete Buttigieg
- Hawaii Rep. Tulsi Gabbard
- California Sen. Kamala Harris
- Minnesota Sen. Amy Klobuchar
- Vermont Sen. Bernie Sanders
- Businessman Tom Steyer
- Massachusetts Sen. Elizabeth Warren
- Businessman Andrew Yang
The fifth Democratic debate will be hosted by MSNBC and the Washington Post on November 20 in Atlanta.
The DNC has progressively raised the qualifying thresholds for the primary Democratic debates that began in June.
In order to make the November stage, candidates had to reach 3% in at least four DNC-approved national or early state polls or at least 5% in two polls of the early-voting states: Iowa, New Hampshire, Nevada and South Carolina.
Candidates also had to raise money from 165,000 separate donors, including a minimum of 600 donors each in at least 20 states or territories.
Castro reached the donor threshold, his campaign said, but the former San Antonio, Texas, mayor did not come close to reaching the polling threshold.
"Whether it's immigration, police violence, housing, or other issues, Secretary Castro is shaping the debate, regardless of whether he's on stage," said Sawyer Hackett, Castro's spokesman. "While the ground shifts under the frontrunners, and billionaires buy their spot on stage, Secretary Castro is fighting for the most vulnerable communities, and telling truths other candidates are unwilling to speak."
Some candidates dropped out after it became clear they were not going to make the debate stage. Castro's team has said the former secretary has no immediate plans to do that.


ViCSBI is a research and training initiative dedicated to promote and to facilitate new collaborations among investigators of species interactions in California. The nexus of our work comprises the creation and use of a novel database that will
be available to researchers worldwide. The vision for the design of ViCSBI has been generated by investigators at four UC campuses (UC
Santa Barbara, UC Berkeley, UC Riverside, and UC Davis), including faculty and research scientists at a range of career stages in ecology and evolution, natural history collection data scientists at UC’s museums and herbaria, and agricultural extension researchers.
Our expertise comprises plant and insect ecology, evolution, and phylogenetics; climate change research; data science and modeling; student and postdoctoral mentoring; and public outreach. Some of us have collaborated before, but our priority is to recruit
early-career UC faculty, postdoctoral associates and research staff, and to initiate new collaborative, long-term research teams. UC Santa Barbara will be the hub for the assembly and integration of ViCSBI’s database, which will unite and integrate specimen-based records, and for the development of data science training tools. UC Berkeley will play a major collaborative role in database design and implementation, and the integration of phylogenetic data. UC Riverside and UC Davis will provide significant support for the oversight of invertebrate data, for the identification of interactions between plant and insect taxa, and for providing bridges between basic research in ecology and evolution and applied research in agriculture.
UC Santa Barbara, Professor Ecology, Evolution and Marine Biology Department, ViCSBI PI
UC Santa Barbara, Project Scientist, Marine Science Institute
UC Santa Barbara, Director, Cheadle Center for Biodiversity and Ecological Restoration
UC Davis, Assistant Professor, Department of Entomology and Nematology, Lead Co-PI
UC Davis, Associate Professor, Department of Entomology and Nematology
UC Berkeley, Director of the University & Jepson Herbaria, Professor, Department of Integrative Biology, Lead Co-PI
UC Berkeley, Associate Professor, Department of Integrative Biology
UC Riverside, Assistant Professor, Department of Evolution, Ecology & Organismal Biology, Lead Co-PI
UC Riverside, Professor, Department of Entomology
UC Riverside, Associate Extension Specialist, Department of Entomology
UC Riverside, Associate Professor, Department of Entomology
To propel and to accelerate climate change research, researchers need an integrated, unified, quality-controlled, research-ready database that enables the detection of the effects of environmental change on ecologically and agriculturally critical biotic interactions. Until we have a clear understanding of the effects of climate change and land-use modifications on beneficial and
antagonistic biotic interactions, we can neither mitigate prospective negative effects nor identify agricultural or natural systems that may be buffered against them. ViCSBI’s creation of a fully integrated and easy-to-use database is a necessary step to enable the achievement of these goals, which are particularly vital in California due to its role as both a hotspot for biodiversity and as a key area of food production, both of which are threatened by ongoing and upcoming environmental change.
UC campus-based herbaria and museums house millions of plant, insect, bird, and mammal specimens. These collections — and the faculty, postdocs, and students who use them for research and instruction — are renowned for their contributions to the fields of ecology, evolution, biodiversity, and systematics. Across the UC system, natural history museums and herbaria have a rich history of collections-based and observational research; the development of novel approaches to Data Science, including the digitization of
millions of specimens; formal and informal undergraduate and graduate training; and integrated field and laboratory research, revealing ecological patterns and processes that influence the persistence of wild and agricultural species and ecosystems. These collections provide a vital bridge between basic and applied research in genetics, climate change science, ecology, evolution, and agriculture.
Every UC herbarium and museum now uses state-of-the art, standardized methods and database software to provide specimen-based, electronic data and images that are freely accessible to scientists all over the world. For example, the Consortium for California Herbaria (designed and curated at UC Berkeley) hosts millions of digitized, georeferenced herbarium specimens collected throughout California since 1800. There is, however, little formal integration of collections-based research across UC campuses or among disciplines (including phylogenetics, ecology, evolution, and climate change research), and there is no single database that facilitates the joint analysis of both botanical and entomological specimens. As a result, the capacity for UC’s specimens to be used efficiently and to their fullest potential is limited.
Perhaps the most important constraint to rapid research on species interactions is that most of the specimen-based data held in UC natural history collections are accessible on a variety of disparate on-line platforms but not in an integrated database that facilitates quantitative, multivariate analysis of the influence of changing environments on ecologically and agriculturally critical biotic interactions. We believe that the time is right to leverage the boundless capacity of UC-based natural history collections to
detect and to predict the effects of environmental change on biotic interactions, and we are dedicated to training the next generation of researchers to unlock this potential. In particular, our mission is to merge the fields of data science, bioinformatics, specimen curation, and ecology in a way that parallels the links that have been made between data science and genomics.
In sum, ViCSBI will increase UC’s research capacity by creating the first on-line, California-wide database that integrates specimen-based data (e.g., the date and location of each specimen’s collection) in a phylogenetic framework with historical, contemporary, and prospective future climate and land-use data. This database will also provide a repository of species-specific models capable of predicting the phenology and likely spatial distribution of thousands of taxa of plants, pollinator, and herbivores throughout California. As new population genomic data become available for each species, these data can be used to predict the response to natural selection imposed by climate change, in the context of both range and phenological shifts. The pillars of ViCSBI’s mission are:
(1) The creation of a novel database that targets inter-dependent species and higher taxa;
(2) Engagement in novel research, including the effects of climate change and environmental alteration on pairs and networks of interacting species, including plant-pollinator, plant-herbivore, and native vs. exotic plants; and
(3) The development of Data Science training resources (including virtual and in-person workshops and on-line research tools) that we will extend to investigators, postdocs, and students at every UC campus and California-based biological research institution (including the California Academy of Sciences, National Park Service, U.S. Forest Service, Agricultural Extension).
A primary goal is to facilitate the development of new collaborative teams engaged in research comprising the study of climate change, digitized natural history collections and observational data, and species interactions in wild and agricultural ecosystems, leading to new opportunities to seek significant research funding from the National Science Foundation, U.S. Department of Agriculture, Department of the Environment, and private foundations.
ViCSBI investigators have strong records of recruiting undergraduates from a diverse set of backgrounds to participate in research while earning lower and upper division credit in their majors. We regularly recruit students through minority-serving organizations, including the California Alliance for Minority Participation, Society for Advancement of Chicanos/Hipanics and Native Americans in Science, and UC Leadership Excellence through Advanced DegreeS (UCLEADS). In addition, ViCSBI will develop free Data Science training courses (including virtual and in-person workshops in data acquisition and management, statistical modeling, species distribution models, and on-line research tools) that will be extended to undergraduates, graduate students and postdocs at every UC campus and California-based biological research institution (e.g., the California Academy of Sciences, National Park Service, U.S. Forest Service & Agricultural Extension).
ViCSBI will provide two primary opportunities for public engagement, both of which will raise awareness of UC’s important role in conservation and natural history. First, portions of ViCSBI’s database assembly can be accelerated and improved by
public participation, including the identification of GPS coordinates of museum and herbarium specimens from which this information is missing; updating the scientific names of species; identifying well-documented species interactions from specimen records and on-line observational data resources; and recording the flowering status of individual plant specimens. This work can be done remotely by
participants trained via on-line courses, so potential COVID-related restrictions will not impede it.
Second, we will continue to collaborate with ongoing efforts to recruit the public in on-line, specimen-based data collection. PI Mazer has worked closely with the crowd-sourcing portal, Zooniverse, to create Herbarium Expeditions on its “Notes from Nature” platform (https://www.zooniverse.org/projects/md68135/notes-from-nature-capturing-californias-flowers ), an activity that we will extend. This platform provides easy-to-follow, highly visual tools with which to record data from museum specimens in a highly reproducible manner.
The proposed project will also facilitate the development of new collaborative teams engaged in research comprising the study of climate change, digitized natural history collections and observational data, and species interactions in wild and agricultural ecosystems, leading to new opportunities to seek significant research funding from the National Science Foundation, U.S. Department of Agriculture, Department of the Environment, and private foundations.


Ultra-lean CSS library
Or get it running quickly:<link rel="stylesheet" href="https://raw.githubusercontent.com/luckyshot/LittleCSS/main/little.css">
LittleCSS is a minimal CSS library of less than 6 KB (gzipped) that includes the necessary CSS classes and helpers for 99% of projects. It is heavily inspired by the best parts of TailwindCSS and Bootstrap frameworks.
All of the code is easily extendable and uses no pre-processors, taking advantage of the latest modern CSS native features (CSS variables, flexbox
, calc()
…). This page you are seeing right now is using the default LittleCSS library and was built in a few minutes.
Lightweight
LittleCSS is so small that you don't need to worry about file size and optimization, it's ready to deploy
Plug'n'play
Include little.css and you can already start customizing, no need to make builds or run commands
Easy
The code itself is quick and easy to understand, no complicated patterns or learning curve
Hackable
Change the code directly, no need to create new variables and child themes
Native CSS
Nowadays vanilla CSS is very powerful and most browsers support variables and such
Simple
Most of the time we don't need compilers, build tools and complex directory structures
LittleCSS includes a very basic Dark mode that can (and should) be customized further if you need to. Toggling it on/off is as simple as adding a dark
CSS class to the html
tag. Try it out:
.row-nobreak
)LittleCSS defines classless HTML tags straight away, here's a few of them.
Acme Industries 42 Cave Road
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum semper, elit sed pellentesque pellentesque
, erat diam malesuada lectus, nec porta magna tortor eu ipsum.
Ut feugiat arcu at risus convallis egestas. Praesent id ante id augue auctor ultricies. Suspendisse potenti. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. In a porttitor Control + P. Nunc sed quam semper, blandit ligula ut, interdum enim.
Lorem ipsum dolor sit amet, consectetur adipiscing elit.
This is a blockquote, it doesn't have much style by default but a few classes make it look great.
Lorem ipsum dolor sit amet, consectetur adipiscing elit.
.text-s6
.text-s5
.text-s4
.text-s3
.text-s2
.text-s1
Normal
.text-l1
.text-l2
.text-l3
.text-l4
.text-l5
.text-l6
.text-l7
.text-l8
.text-l9
.text-bold
.text-regular
.text-light
.text-sans
.text-serif
.text-mono
.text-left
.text-center
.text-right
.text-justify
| First name | Last name | Plan | Balance | ||
|---|---|---|---|---|---|
| 👨💻 | Petter | Griffin | |||
| 👨🎨 | John | Malkovich | |||
| 👨🌾 | Frodo | Baggins | |||
| 🧙♂ | Harry | Potter |
LittleCSS uses the amazing TailwindCSS's color palette as CSS native variables. You can find the color palette here.
We've also set a few color combinations already:
Tweaking the opacity of elements gives us a wide variety of color combinations that are very easy to combine.
Also for specific sides:
Here ends the documentation, it's short but it covers 99% of what you'll need to design a website.
What follows are some examples on what you can accomplish in just a few minutes. We keep updating regularly so bookmark this page to grab components and save yourself some time.
View the source code of this HTML file to see how easy and succint it is to style with LittleCSS, and how pretty and clear the HTML code looks too.
A standard top navigation bar usually used to place a logo and the main menu.
A nice and big section to announce something important.
A few examples on displaying lists of rich items.
Smiling face
Happy days
Hearty eyes
For the loved one
Halo
Good boy
Screaming
Like in the movie
.row-nobreak .col
Smiling face
Happy days
Hearty eyes
For the loved one
Halo
Good boy
Screaming
Like in the movie
.float-*
Escape to nature
Unique places
Discover the world
For pets
An example of a fully styled form including textboxes, labels and buttons.
A Dashboard for an Administrator's UI with top navigation, a left sidebar and a main area for any content.
42
New Users
85
Sales
239€
Earnings today
3,382€
Earnings this month
| Name | Campaign | Country |
|---|---|---|
| John Smith | Halloween Promo | US |
| Peter Griffin | Organic | US |
| Pedro García | Halloween Promo | ES |
| Name | Campaign | Country |
|---|---|---|
| John Smith | 11.99€ | US |
| Peter Griffin | 7.99€ | US |
| Pedro García | 19.99€ | ES |
| Campaign | Country | Amount |
|---|---|---|
| Halloween Promo | US | $ 2,139 |
| Halloween Promo | US | $ 1,840 |
| Organic | CA | $ 1,337 |
The Baremetric's home page recoded using only LittleCSS default 6KB library.
Metrics, dunning, and engagement tools for SaaS & subscription businesses.
Get Started Talk to usWant to see for yourself? Check out our live preview.
Integrates with your favorite payment providers and platforms
Baremetrics cuts through the noise and reveals the insights you need to make profitable decisions that propel the business forward. See what's happening today, plan for tomorrow, and strategize for growth months and years down the road.
Made with ❤ by Xavi Esteve


{% extends "main/general.html" %} {% block main %}
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Copyright (c) 2020 SetNow
Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the "Software"), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions::
The above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software.
This license shall automatically terminate if you violate any of these restrictions and may be terminated by SetNow at any time. Upon terminating your viewing of these materials or upon the termination of this license, you must destroy any downloaded materials in your possession whether in electronic or printed format.
In no event shall SetNow or its suppliers be liable for any damages (including, without limitation, damages for loss of data or profit, or due to business interruption) arising out of the use or inability to use the materials on SetNow's website, even if SetNow or a SetNow authorized representative has been notified orally or in writing of the possibility of such damage. Because some jurisdictions do not allow limitations on implied warranties, or limitations of liability for consequential or incidental damages, these limitations may not apply to you.
The materials appearing on SetNow's website could include technical, typographical, or photographic errors. SetNow does not warrant that any of the materials on its website are accurate, complete or current. SetNow may make changes to the materials contained on its website at any time without notice. However SetNow does not make any commitment to update the materials.
SetNow has not reviewed all of the sites linked to its website and is not responsible for the contents of any such linked site. The inclusion of any link does not imply endorsement by SetNow of the site. Use of any such linked website is at the user's own risk.
SetNow may revise these terms of service for its website at any time without notice. By using this website you are agreeing to be bound by the then current version of these terms of service.
These terms and conditions are governed by and construed in accordance with the laws of India and you irrevocably submit to the exclusive jurisdiction of the courts in that State or location.


--- layout: post title: "editing echoserver #2 - unittest in vs with gtest?" ---
After decided adding unittest to echoserver - to find whether it is a good design structure or not, I created a unittest project with Visual Studio 2017.
And I was surprised that VS 2017 supports google test?! What a wonderful world...Using google test in Microsoft VS...haha.
So now I created google unittest and am trying to make the structure better. I expect that I can make my project public soon.


User New Page Patrol Report
This tool will analyze the new page patrolling activity of a user. Currently, the tool only analyzes patrols in the article namespace.
Username:
(don't include "User:")


Lobby
(current)
Connection Area
Exhibition
Back
Auditorium
Resource Center
About
Event Feedback
here


Mega Man Joins Forces With Nintendo's Mobile Game Dragalia Lost
Stop Dr. Wily and save the world
by Liam DoolanCapcom's blue bomber Mega Man has most recently appeared in Nintendo's all-start fighting series Super Smash Bros. Ultimate, and now he's teaming up with Cygames' mobile title, Dragalia Lost.
As publicised last month, a special Mega Man: Chaos Protocol event is taking place in the Nintendo mobile game. Dr. Wily has seized control of the Five Greatwyrms and it's your job to join forces with Mega Man to save the world of Dragalia Lost.
You can also "maximise your friendship" with Mega Man, allowing you to keep him as an ally. He comes with his old school animations as well, including the Mega Buster, Charge Shot, and trademark slide move. This event runs from 28th November until 15th December.
Below is additional information from the game's website and above is a promotional trailer:
Will you be participating in this event? Post a comment below.
[via dragalialost.com]


:: com :: sun :: star :: rendering ::
|
| interface XParametricPolyPolygon2D |
|
- Description
- Interface to a dynamic poly-polygon generator, that generates
poly-polygons depending on a given parameter value.
The returned poly-polygon should normally be contained in the
[0,1]x[0,1] rectangle. At least that is the dimension expected at
other places. e.g. Texture.
|
| Methods' Summary |
| getOutline |
Query the polygonal outline at the specified value.
The returned outline should be clipped to the [0,1]x[0,1]
rectangle.
|
| getColor |
Query the color value for the polygonal area at the specified
parameter value.
|
| getPointColor |
Query the color for a dedicated point in the plane.
|
| getColorSpace |
Query the color space employed by this object
|
| Methods' Details |
getOutline
- Description
- Query the polygonal outline at the specified value.
The returned outline should be clipped to the [0,1]x[0,1]
rectangle.
- Parameter t
- Parameter value in the range [0,1]. During painting, this
range is sweeped through starting from 0. When using such a
parametric polypolygon for gradients, the area covered by the
returned XPolyPolygon2D should be monotonically decreasing
with t (unless singularities in e.g. the resulting gradient
are desired).
|
|
getColor
- Description
- Query the color value for the polygonal area at the specified
parameter value.
- Parameter t
- Parameter value in the range [0,1]. During painting, this
range is swept through starting from 0.
|
|
getPointColor
- Description
- Query the color for a dedicated point in the plane.
- Parameter point
- The permissible parameter range for point is [0,1]x[0,1]
|
|
getColorSpace
- Description
- Query the color space employed by this object
- Returns
- the color space the colors generated by this object
are to be interpreted in.
|
|
Top of Page
Copyright © 2013, The Apache Software Foundation, Licensed under the Apache License, Version 2.0. Apache, the Apache feather logo, Apache OpenOffice and OpenOffice.org are trademarks of The Apache Software Foundation. Other names may be trademarks of their respective owners.


@(message: String, offerForm: Form[views.formdata.BuyOfferFormData], emailMap: Map[String, Boolean])
@import helper._
@import bootstrap3._
@Main(message) {
Buy Offer
@form(routes.Application.postBuyOffer(), 'class -> "form-horizontal") {
@hidden(offerForm("id"))
@bootstrap3.select(offerForm("buyerEmail"),
label = "Buyer Email",
optionMap = emailMap,
isMultiple = false,
help = "Select the buyers email address.")
@text(offerForm("isbn"),
label = "ISBN",
placeholder = "",
help = "Textbook ISBN.")
@text(offerForm("offer"),
label="Offer $",
placeholder="",
help="The Bid Offer Must be a Whole Number.")
}
}


flopt
Contents:
Installation
Tutorial
API Reference
flopt
Docs
»
Index
Index
B
|
C
|
D
|
E
|
F
|
G
|
H
|
L
|
M
|
N
|
O
|
P
|
R
|
S
|
T
|
U
|
V
B
BaseDataset (class in flopt.performance)
BaseSearch (class in flopt.solvers.base)
C
ceil() (flopt.Solution method)
clip() (flopt.Solution method)
(flopt.variable.VarElement method)
clone() (flopt.Solution method)
compute() (in module compute_performance)
(in module flopt.performance)
copy() (flopt.Solution method)
create_instance() (flopt.performance.BaseDataset method)
createInstance() (flopt.performance.FuncDataset method)
(flopt.performance.TSPDataset method)
createStudy() (flopt.solvers.OptunaCmaEsSearch method)
(flopt.solvers.OptunaTPESearch method)
CustomDataset (class in flopt.performance)
CustomObject (class in flopt.custom_object)
D
dot() (flopt.Solution method)
E
Expression (class in flopt.expression)
ExpressionConst (class in flopt.expression)
F
feasible() (flopt.Solution method)
(flopt.variable.VarElement method)
floor() (flopt.Solution method)
flopt.custom_object
module
flopt.expression
module
flopt.performance
module
flopt.problem
module
flopt.solution
module
flopt.solvers
module
flopt.variable
module
FuncDataset (class in flopt.performance)
G
genInstances() (flopt.performance.BaseDataset method)
getObjectiveValue() (flopt.problem.Problem method)
getType() (flopt.expression.Expression method)
(flopt.variable.VarElement method)
getVariables() (flopt.expression.Expression method)
(flopt.Solution method)
H
HyperoptTPESearch (class in flopt.solvers)
L
load_log() (flopt.performance.LogVisualizer method)
LogVisualizer (class in flopt.performance)
M
module
flopt.custom_object
flopt.expression
flopt.performance
flopt.problem
flopt.solution
flopt.solvers
flopt.variable
N
norm() (flopt.Solution method)
O
ObjectiveFunction (class in flopt.problem)
OptunaCmaEsSearch (class in flopt.solvers)
OptunaTPESearch (class in flopt.solvers)
P
performance() (in module flopt.performance)
plot() (flopt.performance.LogVisualizer method)
Problem (class in flopt.problem)
R
RandomSearch (class in flopt.solvers)
recordLog() (flopt.solvers.base.BaseSearch method)
reset() (flopt.solvers.base.BaseSearch method)
S
search() (flopt.solvers.base.BaseSearch method)
(flopt.solvers.SequentialUpdateSearch method)
(flopt.solvers.ShuffledFrogLeapingSearch method)
SequentialUpdateSearch (class in flopt.solvers)
setNewSolution() (flopt.solvers.RandomSearch method)
(flopt.solvers.TwoOpt method)
setObjective() (flopt.problem.Problem method)
setParams() (flopt.solvers.base.BaseSearch method)
setRandom() (flopt.Solution method)
(flopt.variable.VarElement method)
(flopt.variable.VarPermutation method)
setValue() (flopt.variable.VarElement method)
ShuffledFrogLeapingSearch (class in flopt.solvers)
Solution (class in flopt)
solve() (flopt.problem.Problem method)
(flopt.solvers.base.BaseSearch method)
Solver() (in module flopt)
Solver_list() (in module flopt)
squaredNorm() (flopt.Solution method)
startProcess() (flopt.solvers.SequentialUpdateSearch method)
T
TSPDataset (class in flopt.performance)
TwoOpt (class in flopt.solvers)
U
updateSolution() (flopt.solvers.base.BaseSearch method)
V
value() (flopt.custom_object.CustomObject method)
(flopt.expression.Expression method)
(flopt.problem.ObjectiveFunction method)
(flopt.Solution method)
(flopt.variable.VarElement method)
(flopt.variable.VarPermutation method)
VarBinary (class in flopt.variable)
VarConst (class in flopt.variable)
VarContinuous (class in flopt.variable)
VarElement (class in flopt.variable)
Variable() (in module flopt)
VarInteger (class in flopt.variable)
VarPermutation (class in flopt.variable)
view_performance() (in module view_performance)


Poster
NOT PEER REVIEWED
A Ruby API for the Ensembl database
Published 06 Sep 2011
Author Affiliations
Copyright © 2017 Strozzi F and Aerts J. This is an open access work distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Published 06 Sep 2011
A Ruby API for the Ensembl database
[version 1; not peer reviewed]
Author Affiliations
Presented at
ISMB/ECCB 2011
Abstract
Competing Interests
No relevant conflicts of interest declared.
User comments must be in English, comprehensible and relevant to the article under discussion. We reserve the right to remove any comments that we consider to be inappropriate, offensive or otherwise in breach of the User Comment Terms and Conditions. Commenters must not use a comment for personal attacks. When criticisms of the article are based on unpublished data, the data should be made available.


Suppose we are running an application that needs input data and generates output data. The Pilot-API provides a way to effectively manage the data flow between the application and its associated data (Compute Units [CUs] and Data Units [DUs]). This means you can stage data in and out of the application.
A CU can have both input and output dependencies to a set of DUs. For this purpose, the API declares two fields: input_data and output_data that can be populated with a reference to a DU. The runtime system will ensure that these dependencies are met when the CU is executed, i. e. either the DUs are moved to a Pilot that is close to the CU or the CU is executed in a Pilot close to the DU’s pilot. The input data is made available in the working directory of the CU. As described, depending on the locality of the DUs/CUs, different costs can be associated with this operation. The runtime system relies on an affinity-aware scheduler that ensures that data movements are minimized and that if possible “affine” CUs and DUs in order to co-locate (affinity).
What is Affinity?
Affinity describes the relationship between compute and data units. It is used to try to co-locate data and compute resources as close to each other as possible. It is an optional parameter.
There are two ways of defining affinity using the Pilot API: affinity_datacenter_label and affinity_machine_label. As the names suggest, the affinity data center label is used to affine machines in the same data center (i.e. for Amazon S3, you can try to have the storage and compute occur in us-east-1) and the affinity machine label is used to affine units to a certain resource. A logical topology tree is used (similar to the tree spawned by a DNS topology). The further the distance between two resources, the smaller their affinity.
The PilotDataService (PDS) is a factory for creating Pilot-Data objects, where the latter is an individual handle to the storage resource. The PDS takes the COORDINATION_URL as an argument. This is for the coordination of data units with the redis database.
pilot_data_service = PilotDataService(COORDINATION_URL)
The Pilot Data Description (PDS) simply defines the storage resource in which you will be moving the data from or to.
The following are the resource specifications that need to be provided:
The following affinity parameters are optional:
Some backends require specific keys to be passed to the resource (i.e. Amazon S3 storage requires a access key and password). Parameters for passing these keys are provided in the Library Documentation.
pilot_data_description = {
'service_url': "ssh://localhost/tmp/pilotstore/",
'size':100,
# Affinity
'affinity_datacenter_label':"eu-de-south",
'affinity_machine_label':"mymachine-1",
}
The data unit description defines the different files to be moved around.
data_unit_description = {
'file_urls': [file1, file2, file3]
}
The process of moving the data to the compute or from the compute elsewhere is called staging. There are two types of staging: input staging (e.g. copy the input data to where the compute is executing) or output staging (e.g. copy the output of an executable back to a central location).
How do we stage the contents of each data unit to the input? The content of the Data-Unit referenced in the input_data field will be moved to the working directory of the Compute Unit.
First, we define our Pilot-Data using a Pilot-Data Description as follows:
pilot_data_description={
"service_url":"ssh://localhost/"+os.getenv("HOME")+"/pilotdata",
"size": 100,
"affinity_datacenter_label":"eu-de-south",
"affinity_machine_label":"mymachine-1"
}
Next, we define the description for our input data unit (note that we use the affinity labels that match the Pilot-Data in this case):
input_data_unit_description = { "file_urls": ["ssh://localhost" +os.path.join(os.getcwd(), "test.txt")],
"affinity_datacenter_label":"eu-de-south",
"affinity_machine_label": "mymachine-1"}
input_du = compute_data_service.submit_data_unit(input_data_unit_description)
Finally, we modify our Compute Unit Description. The following stages the content of the input data unit into the working directory of the compute unit:
compute_unit_description = {
"executable": "/bin/cat",
"arguments": ["test.txt"],
"number_of_processes": 1,
"output": "stdout.txt",
"error": "stderr.txt",
"input_data" : [input_du.get_url()]
}
To stage the output of your executable somewhere, the following process applies:
There is no need to repeat the pilot data description, since in this example, we are going to stage the data back to the same location.
We must define an output data unit description. Note that we leave the field file_urls blank, since we are manipulated output data:
output_data_unit_description = { "file_urls": [],
"affinity_datacenter_label":input_du.data_unit_description['affinity_datacenter_label'],
"affinity_machine_label":input_du.data_unit_description['affinity_machine_label']}
output_du = compute_data_service.submit_data_unit(output_data_unit_description)
Next, we modify our Compute Unit Description for the output_data. The following stages all output data beginning with std* (wildcards are accepted) back to the Pilot-Data described in the PDD (ssh://localhost/”+os.getenv(“HOME”)+”/pilotdata). This means the output and error files (defined as stdout.txt and stderr.txt) will be staged back to the pilot data location.
compute_unit_description = {
"executable": "/bin/cat",
"arguments": ["test.txt"],
"number_of_processes": 1,
"output": "stdout.txt",
"error": "stderr.txt",
"output_data":[{ output_du.get_url(): ['std*']} ]
}
The following script combines input and output staging. Input DUs and output DUs utilize the same Pilot-Data for storage. This can be modified in your own scripts by making two Pilot-Datas.
import sys
import os
import time
import logging
from pilot import PilotComputeService, PilotDataService,ComputeDataService, State
COORDINATION_URL = "redis://localhost"
if __name__ == "__main__":
pilot_compute_service = PilotComputeService(coordination_url=COORDINATION_URL)
# create pilot job service and initiate a pilot job
pilot_compute_description = {
"service_url": 'pbs://localhost',
"number_of_processes": 12,
"working_directory": os.getenv("HOME")+"/agent",
"walltime":10,
'affinity_datacenter_label':"eu-de-south",
'affinity_machine_label': "mymachine-1"
}
pilotjob = pilot_compute_service.create_pilot(pilot_compute_description=pilot_compute_description)
# create pilot data service (factory for data pilots (physical,distributed storage))
# and pilot data
pilot_data_service = PilotDataService(coordination_url=COORDINATION_URL)
pilot_data_description={
"service_url":"ssh://localhost/"+os.getenv("HOME")+"/pilotdata",
"size": 100,
"affinity_datacenter_label":"eu-de-south",
"affinity_machine_label":"mymachine-1"
}
ps = pilot_data_service.create_pilot(pilot_data_description=pilot_data_description)
compute_data_service = ComputeDataService()
compute_data_service.add_pilot_compute_service(pilot_compute_service)
compute_data_service.add_pilot_data_service(pilot_data_service)
input_data_unit_description = { "file_urls": ["ssh://localhost" +os.path.join(os.getcwd(), "test.txt")],
"affinity_datacenter_label":"eu-de-south",
"affinity_machine_label": "mymachine-1"}
# submit pilot data to a pilot store
input_du = compute_data_service.submit_data_unit(input_data_unit_description)
input_du.wait()
### Create Output DU to store the output files.
output_data_unit_description = { "file_urls": [],
"affinity_datacenter_label":input_du.data_unit_description['affinity_datacenter_label'],
"affinity_machine_label":input_du.data_unit_description['affinity_machine_label']}
# submit pilot data to a pilot store
output_du = compute_data_service.submit_data_unit(output_data_unit_description)
output_du.wait()
# start compute unit
compute_unit_description = {
"executable": "/bin/cat",
"arguments": ["test.txt"],
"number_of_processes": 1,
"output": "stdout.txt",
"error": "stderr.txt",
"input_data" : [input_du.get_url()], # this stages the content of the data unit to the working directory of the compute unit
"output_data":[{ output_du.get_url(): ['std*']} ]
}
compute_unit = compute_data_service.submit_compute_unit(compute_unit_description)
logging.debug("Finished setup of PSS and PDS. Waiting for scheduling of PD")
compute_data_service.wait()
## export the output files to local directory.
output_du.export(os.getcwd())
logging.debug("Terminate Pilot Compute/Data Service")
compute_data_service.cancel()
pilot_data_service.cancel()
pilot_compute_service.cancel()


I am a QA engineer with 8 years of experience in both manual and automation testing. My expertise involves my work in various domains such as Health Care, Travel & Hospitality, Finance, Insurance, Business Intelligence, Payment Gateway and Media Entertainment.
Distinction - 74%
78.16%


| Birthday | 17/10 |
| Gender | Female |
| Favorite color | Green |
| Favorite food | Mansaf |
| Pinneapple on pizza | YES |
you need help in managing a project, you would like to have a friendly chat, or you're looking for a yummy recipe
I was known to be a menace in high school. One day, I decided not to be involved in troubles. That day, the class went bananas on one teacher and started to throw nuts at her while she was not looking. They started to throw nuts at me so I would pick some and participate, but I refused to get involved. The more I refused, the more they threw at me. The teacher looked at me and saw I was surrounded with nuts. No matter how I swore it wasn’t me, she wouldn’t believe me. Can’t blame her my history made it hard to believe. The only day I made a decision to stay away from troubles, I was kicked out from class, sent to the principle, and got my parents called ! Lesson learned, once a menace, stay a menace !
The day I decided not to get in trouble at school, I got into a bigger trouble
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strftime(*args)
public
Formats date according to the directives in the given format string. The directives begin with a percent (%) character. Any text not listed as a directive will be passed through to the output string.
A directive consists of a percent (%) character, zero or more flags, an optional minimum field width, an optional modifier, and a conversion specifier as follows.
%<flags><width><modifier><conversion>
Flags:
- don't pad a numerical output. _ use spaces for padding. 0 use zeros for padding. ^ upcase the result string. # change case. : use colons for %z.
The minimum field width specifies the minimum width.
The modifiers are “E” and “O”. They are ignored.
Format directives:
Date (Year, Month, Day): %Y - Year with century (can be negative, 4 digits at least) -0001, 0000, 1995, 2009, 14292, etc. %C - year / 100 (round down. 20 in 2009) %y - year % 100 (00..99) %m - Month of the year, zero-padded (01..12) %_m blank-padded ( 1..12) %-m no-padded (1..12) %B - The full month name (``January'') %^B uppercased (``JANUARY'') %b - The abbreviated month name (``Jan'') %^b uppercased (``JAN'') %h - Equivalent to %b %d - Day of the month, zero-padded (01..31) %-d no-padded (1..31) %e - Day of the month, blank-padded ( 1..31) %j - Day of the year (001..366) Time (Hour, Minute, Second, Subsecond): %H - Hour of the day, 24-hour clock, zero-padded (00..23) %k - Hour of the day, 24-hour clock, blank-padded ( 0..23) %I - Hour of the day, 12-hour clock, zero-padded (01..12) %l - Hour of the day, 12-hour clock, blank-padded ( 1..12) %P - Meridian indicator, lowercase (``am'' or ``pm'') %p - Meridian indicator, uppercase (``AM'' or ``PM'') %M - Minute of the hour (00..59) %S - Second of the minute (00..59) %L - Millisecond of the second (000..999) %N - Fractional seconds digits, default is 9 digits (nanosecond) %3N millisecond (3 digits) %15N femtosecond (15 digits) %6N microsecond (6 digits) %18N attosecond (18 digits) %9N nanosecond (9 digits) %21N zeptosecond (21 digits) %12N picosecond (12 digits) %24N yoctosecond (24 digits) Time zone: %z - Time zone as hour and minute offset from UTC (e.g. +0900) %:z - hour and minute offset from UTC with a colon (e.g. +09:00) %::z - hour, minute and second offset from UTC (e.g. +09:00:00) %:::z - hour, minute and second offset from UTC (e.g. +09, +09:30, +09:30:30) %Z - Equivalent to %:z (e.g. +09:00) Weekday: %A - The full weekday name (``Sunday'') %^A uppercased (``SUNDAY'') %a - The abbreviated name (``Sun'') %^a uppercased (``SUN'') %u - Day of the week (Monday is 1, 1..7) %w - Day of the week (Sunday is 0, 0..6) ISO 8601 week-based year and week number: The week 1 of YYYY starts with a Monday and includes YYYY-01-04. The days in the year before the first week are in the last week of the previous year. %G - The week-based year %g - The last 2 digits of the week-based year (00..99) %V - Week number of the week-based year (01..53) Week number: The week 1 of YYYY starts with a Sunday or Monday (according to %U or %W). The days in the year before the first week are in week 0. %U - Week number of the year. The week starts with Sunday. (00..53) %W - Week number of the year. The week starts with Monday. (00..53) Seconds since the Unix Epoch: %s - Number of seconds since 1970-01-01 00:00:00 UTC. %Q - Number of milliseconds since 1970-01-01 00:00:00 UTC. Literal string: %n - Newline character (\n) %t - Tab character (\t) %% - Literal ``%'' character Combination: %c - date and time (%a %b %e %T %Y) %D - Date (%m/%d/%y) %F - The ISO 8601 date format (%Y-%m-%d) %v - VMS date (%e-%b-%Y) %x - Same as %D %X - Same as %T %r - 12-hour time (%I:%M:%S %p) %R - 24-hour time (%H:%M) %T - 24-hour time (%H:%M:%S) %+ - date(1) (%a %b %e %H:%M:%S %Z %Y)
This method is similar to the strftime() function defined in ISO C and POSIX. Several directives (%a, %A, %b, %B, %c, %p, %r, %x, %X, %E*, %O* and %Z) are locale dependent in the function. However, this method is locale independent. So, the result may differ even if the same format string is used in other systems such as C. It is good practice to avoid %x and %X because there are corresponding locale independent representations, %D and %T.
Examples:
d = DateTime.new(2007,11,19,8,37,48,"-06:00") #=> #<DateTime: 2007-11-19T08:37:48-0600 ...> d.strftime("Printed on %m/%d/%Y") #=> "Printed on 11/19/2007" d.strftime("at %I:%M%p") #=> "at 08:37AM"
Various ISO 8601 formats:
%Y%m%d => 20071119 Calendar date (basic) %F => 2007-11-19 Calendar date (extended) %Y-%m => 2007-11 Calendar date, reduced accuracy, specific month %Y => 2007 Calendar date, reduced accuracy, specific year %C => 20 Calendar date, reduced accuracy, specific century %Y%j => 2007323 Ordinal date (basic) %Y-%j => 2007-323 Ordinal date (extended) %GW%V%u => 2007W471 Week date (basic) %G-W%V-%u => 2007-W47-1 Week date (extended) %GW%V => 2007W47 Week date, reduced accuracy, specific week (basic) %G-W%V => 2007-W47 Week date, reduced accuracy, specific week (extended) %H%M%S => 083748 Local time (basic) %T => 08:37:48 Local time (extended) %H%M => 0837 Local time, reduced accuracy, specific minute (basic) %H:%M => 08:37 Local time, reduced accuracy, specific minute (extended) %H => 08 Local time, reduced accuracy, specific hour %H%M%S,%L => 083748,000 Local time with decimal fraction, comma as decimal sign (basic) %T,%L => 08:37:48,000 Local time with decimal fraction, comma as decimal sign (extended) %H%M%S.%L => 083748.000 Local time with decimal fraction, full stop as decimal sign (basic) %T.%L => 08:37:48.000 Local time with decimal fraction, full stop as decimal sign (extended) %H%M%S%z =><PHONE_NUMBER> Local time and the difference from UTC (basic) %T%:z => 08:37:48-06:00 Local time and the difference from UTC (extended) %Y%m%dT%H%M%S%z => 20071119T083748-0600 Date and time of day for calendar date (basic) %FT%T%:z => 2007-11-19T08:37:48-06:00 Date and time of day for calendar date (extended) %Y%jT%H%M%S%z => 2007323T083748-0600 Date and time of day for ordinal date (basic) %Y-%jT%T%:z => 2007-323T08:37:48-06:00 Date and time of day for ordinal date (extended) %GW%V%uT%H%M%S%z => 2007W471T083748-0600 Date and time of day for week date (basic) %G-W%V-%uT%T%:z => 2007-W47-1T08:37:48-06:00 Date and time of day for week date (extended) %Y%m%dT%H%M => 20071119T0837 Calendar date and local time (basic) %FT%R => 2007-11-19T08:37 Calendar date and local time (extended) %Y%jT%H%MZ => 2007323T0837Z Ordinal date and UTC of day (basic) %Y-%jT%RZ => 2007-323T08:37Z Ordinal date and UTC of day (extended) %GW%V%uT%H%M%z => 2007W471T0837-0600 Week date and local time and difference from UTC (basic) %G-W%V-%uT%R%:z => 2007-W47-1T08:37-06:00 Week date and local time and difference from UTC (extended)
Formatting options
Readable strftime
%a - The abbreviated weekday name (“Sun”)
%A - The full weekday name (“Sunday”)
%b - The abbreviated month name (“Jan”)
%B - The full month name (“January”)
%c - The preferred local date and time representation
%d - Day of the month (01..31)
%H - Hour of the day, 24-hour clock (00..23)
%I - Hour of the day, 12-hour clock (01..12)
%j - Day of the year (001..366)
%m - Month of the year (01..12)
%M - Minute of the hour (00..59)
%p - Meridian indicator (“AM” or “PM”)
%S - Second of the minute (00..60)
%U - Week number of the current year, starting with the first Sunday as the first day of the first week (00..53)
%W - Week number of the current year, starting with the first Monday as the first day of the first week (00..53)
%w - Day of the week (Sunday is 0, 0..6)
%x - Preferred representation for the date alone, no time
%X - Preferred representation for the time alone, no date
%y - Year without a century (00..99)
%Y - Year with century
%Z - Time zone name %% - Literal “%’’ character t = Time.now t.strftime(“Printed on %m/%d/%Y”) #=> “Printed on 04/09/2003” t.strftime(“at %I:%M%p”) #=> “at 08:56AM”
lower case am/pm
With DateTime#strftime you can also use %P to get a lowercase am/pm. Not so with Time#strftime though!
Bug in Ruby or this documentation
%Q doesn’t return microseconds but milliseconds! Use %s%6N for microseconds.
Hour with/without preceding zero
One gotcha is the difference between the hour in 12 hour time with and without a preceding zero. In some fonts they look the same.
With preceding zero (capital I)
Time.now.strftime("%I:%M") # => 05:21
Without preceding zero (lowercase L)
Time.now.strftime("%l:%M") # => 5:21
Complete Formatting Codes
%a - The abbreviated weekday name (“Sun”)
%A - The full weekday name (“Sunday”)
%b - The abbreviated month name (“Jan”)
%B - The full month name (“January”)
%c - The preferred local date and time representation
%C - Century (20 in 2009)
%d - Day of the month (01..31)
%D - Date (%m/%d/%y)
%e - Day of the month, blank-padded ( 1..31)
%F - Equivalent to %Y-%m-%d (the ISO 8601 date format)
%h - Equivalent to %b
%H - Hour of the day, 24-hour clock (00..23)
%I - Hour of the day, 12-hour clock (01..12)
%j - Day of the year (001..366)
%k - hour, 24-hour clock, blank-padded ( 0..23)
%l - hour, 12-hour clock, blank-padded ( 0..12)
%L - Millisecond of the second (000..999)
%m - Month of the year (01..12)
%M - Minute of the hour (00..59)
%n - Newline (n)
%N - Fractional seconds digits, default is 9 digits (nanosecond)
-
%3N millisecond (3 digits)
-
%6N microsecond (6 digits)
-
%9N nanosecond (9 digits)
%p - Meridian indicator (“AM” or “PM”)
%P - Meridian indicator (“am” or “pm”)
%r - time, 12-hour (same as %I:%M:%S %p)
%R - time, 24-hour (%H:%M)
%s - Number of seconds since 1970-01-01 00:00:00 UTC.
%S - Second of the minute (00..60)
%t - Tab character (t)
%T - time, 24-hour (%H:%M:%S)
%u - Day of the week as a decimal, Monday being 1. (1..7)
%U - Week number of the current year, starting with the first Sunday as the first day of the first week (00..53)
%v - VMS date (%e-%b-%Y)
%V - Week number of year according to ISO 8601 (01..53)
%W - Week number of the current year, starting with the first Monday as the first day of the first week (00..53)
%w - Day of the week (Sunday is 0, 0..6)
%x - Preferred representation for the date alone, no time
%X - Preferred representation for the time alone, no date
%y - Year without a century (00..99)
%Y - Year with century
%z - Time zone as hour offset from UTC (e.g. +0900)
%% - Literal “%” character
t = Time.now #=> 2007-11-19 08:37:48 -0600 t.strftime("Printed on %m/%d/%Y") #=> "Printed on 11/19/2007" t.strftime("at %I:%M%p") #=> "at 08:37AM"
see also – similar methods
See also Time#strftime and Date#strftime . (They work similarly, but have different APIdock notes.)


Feb 2, 2011 9:43 PM
The 21st Century, Globalized Society has created the need to develop skills such as critical thinking, flexibility / adaptability, and entrepreneurship. The integration of technology in teaching and learning has been associated with the development of these skills; however the use of technology is also an effective vehicle to advance one's career. The knowledge of our craft is no longer enough to assure a successful professional career in a highly competitive modern world, so the clever use of technology to expand opportunities and key contacts generates a powerful combination. Furthermore, opportunities don’t happen as a consequence of coincidence and luck, but instead as the result of a well-thought out strategy, merging personal and professional aptitudes and abilities, all this maximized by the right choice of technology tools. Join a lively and engaging chat about ways to learn about yourself while discussing how the integration of technology can help you to move from being an accomplished student to a successful professional. The 21st Century, Globalized Society has created the need to develop skills such as critical thinking, flexibility / adaptability, and entrepreneurship. The integration of technology in teaching and learning has been associated with the development of these skills; however the use of technology is also an effective vehicle to advance one's career. The knowledge of our craft is no longer enough to assure a successful professional career in a highly competitive modern world, so the clever use of technology to expand opportunities and key contacts generates a powerful combination. Furthermore, opportunities don't happen as a consequence of coincidence and luck, but instead as the result of a well-thought out strategy, merging personal and professional aptitudes and abilities, all this maximized by the right choice of technology tools. Join a lively and engaging chat about ways to learn about yourself while discussing how the integration of technology can help you to move from being an accomplished student to a successful professional. Charo Uceda Charo Uceda is a 2008 graduate of the M.A. Program in Applied Linguistics at Teachers College. She is the author of a three volume ESL series and currenlty working on a new edition including technology integration. She is the founder and Chief Academic Director of Uceda Institutes; a chain of ESL Institutes currently operating in 20 different locations. (NY, NJ, Florida, Nevada and Peru, serving at least 15,000 students a year). In Peru, Uceda Institute has a partnership with University Alas Peruanas; the biggest university in Peru with a total enrollment of 70,000 students per year. In May of 2010, Miss Uceda became the President of Jose Carlos Mariategui, a distance education institute founded in 1972. She has been working on integrating technology to minimize the gap created by transactional distance, moving from old distance education delivery of education into 21st Century virtual classrooms. Miss Uceda also owned and operated parking garages in Manhattan and the Bronx from 1991 to 2008, in which she sold her interest to dedicate herself to the cause of education. Miss Uceda closed her physical office in 2007 and has used technology tools to operate Uceda Institutes, study for her two masters degrees, and to manage her professional life. In 2009 Miss Uceda was invited to join The TC President's Advisory Council, (PAC). The PAC group is comprised by academics, policy makers and business individuals collaborating in strategies for new directions, devising ways to foster innovation in education. Open to the University Community. If you are coming from outside the EdLab please let us know at<EMAIL_ADDRESS>so we order enough lunch. The seminar will be held on the 5th floor of the Gottesman Libraries (Russell Hall).


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Professional Ethics: Global Engineering Ethics (section two)
Instructor: Rockwell F. Clancy
Course: VG496 – Professional Ethics
Email<EMAIL_ADDRESS>Meeting:
4-5:40 pm Tuesday (every week)
and Thursday (weeks one and two)
Location: Upper
Teaching Building Hall (Shang Yuan – 上院) room 111
Office Hrs: Wednesday 2-3:40 pm (weeks one and two), Thursday 2-5:40 pm
(weeks three through fourteen), and by appointment
Office Rm: UM-SJTU JI
building, 411C
Teaching assistants
Name: Ren Qihang
Email<EMAIL_ADDRESS>Office Hrs: 4-5:40 pm Monday
Office Rm: ?
1. Course Description
The
ultimate goal of this course is your development as
not only better engineers but also more responsible global citizens and leaders. It is designed to increase
your awareness and understanding of professional and ethical responsibilities
in national, international, and cross-cultural environments, helping to
anticipate, identify, and navigate issues that will likely arise in your working
lives. Towards this end, reflection on your own
experience and its ethical ramifications is a fundamental component. The main
concern of this course will be with developing your abilities to identify and
resolve ethical issues related to technology, as well as its relation to contemporary issues in global, economic,
environmental, and social contexts. The course readings, case studies,
and exercises are geared towards the development of a well-researched original
case study or research project, informed by your past experiences and future
aspirations related to technology, which you will present. (Just to
dispel any misunderstanding: This is NOT a “water course” (水课) but will be a serious
engagement with issues that have the potential to gravely affect you and others
in your professional capacities as engineers.) The texts
and materials used in this course have been developed for classes on
engineering ethics and science, technology, and society studies taught in the
US, Japan, Taiwan, and mainland China. For that reason, your active
participation is essential – your perspectives as students are invaluable!
2. Texts
The primary text for this course
is Global Engineering Ethics, by
Heinz Luegenbiehl and Rockwell Clancy, published by Elsevier Press. If you’re
connected to SJTU’s network, then you can download a copy of the book: http://www.sciencedirect.com/science/book/9780128112182.
As laptops, tablets, and other electronic
devices are not allowed in class, please print out the text and bring it to each class. Please download this version
yourself, rather than an older version and/or getting one from a friend and/or
classmate. Throughout the semester, you will be required to consult news sources,
academic articles, books as well.
3.
Course Requirements
Rather than primarily lectures, the
format of this course is based on out-of-class reading, reflection, and
research, as well as in-class discussion and exercises. The primary focus will
be on discussions of and reflections on the assigned materials, as well as answering
reflective questions and completing exercises related to the course readings/case
studies. To contribute to class discussions in a meaningful way, it is
important that you do the assigned readings before class. Additionally, you
should always bring paper and a writing utensil to this course, since
you should take notes[1],
and there’ll be a variety of short writing/reflection exercises you’ll be
required to turn in at the end of class.
A.
Reading/attendance quizzes and in-class exercises (20%): To ensure you attend
class, have done and understood the reading, and as a jumping-off point for
class discussion, some classes will begin with a short (two to three questions)
quiz, concerning the assigned reading for that day, personal reflection, and/or
the content covered in the previous class. You will have seven minutes to complete the quiz, beginning from the time the
bell rings. For that reason, you should arrive to class on time, putting away everything
except a piece of paper and writing utensil, before the class and quiz begin. On other days, this part of your
grade will be based on individual or group in-class reflection/writing
exercises, for example, the worksheets associated with the movies we’ll watch
in class.
According to JI regulations, class
attendance is required, and students who miss over 1/3 of
classes cannot pass. Participation consists in not only attendance but also, for
example, answering questions, asking questions, and completing exercises. You
are responsible for all the material covered in class, including lecture
content, schedule and policy changes, and other general information. (TIP: Be
sure to ask for the contact information of several classmates so you can
contact them about what you missed.)
To quote the JI policy on leave/missed
classes:
a)
“An
advance request for leave of absence is required if the student cannot attend
the class due to illness or other reasons. Absence without approval will be
regarded as skipping classes.”
b)
“A
note that a student visited a medical facility is not a sufficient excuse for
missing an assignment. The note must specifically indicate that the student was
incapable of completing an assignment due to medical problems and that this
condition was sudden enough that it was impractical to contact the instructor
in advance.”
Even with an excused absence, you are
required to hand in any work due for the class on time. For example, if you
have an approved leave of absence on Monday, you are responsible for handing in
any homework at the same time as other students.
As research indicates that students learn conceptual
content better through taking notes by hand[2],
you should not use your laptop/tablet in
class. Check
the syllabus and Canvas regularly to keep up with assignments and other information
related to the course. Your lowest two reading/attendance quizzes and
in-class exercises grades will be dropped.
B. Homework assignments (20%): To think through/reflect on the topics
covered and practice employing skills introduced in the course, you will have
written homework assignments, consisting mainly in case-study analyses. Be sure
to give reasons for your answers, which can be based on information in the case
study itself and/or your own knowledge/personal experience. As with other
written work for this course, you will be assessed on form as much as content.
Check the guidelines/grading criteria
for your written work posted on Canvas. If writing is especially troublesome
for you, then I encourage you to seek help from the JI’s Writing Center. All
late work will be penalized ten-percentage
points per day. No homework handed in more than four days late will be accepted. Always both submit e-versions and bring hardcopies to class.
C. Final exam (25%): To assess your overall grasp of the materials and skills covered throughout
the semester, you will have one exam in this course. The exam will consist in
short answer questions and a case-study
analysis. Without a medical excuse or a verifiable emergency, the exam
cannot be made up.
D. Final case study (35% – 10% presentation; 15% written report; 10%
abstract): The largest
part of your grade will be based on the development and presentation of a case
study related to science/technology and broader social issues, for example,
ethics, society, economics, and/or politics, which will be completed in
multiple steps with team members. Based on your past experience and future goals
related to science/technology, you and your team members will research and
develop an original case or research project. You should utilize at least four reputable English-language sources in
writing up your case, using 1-inch margins, 2.0 spaced, twelve-point Times New
Roman font, APA style. (NOTE: Wikipedia is not a bad place to start
learning about a new topic, but isn’t itself a
reputable source. In some cases – especially in those of new technologies and
perceptions of and experiences with those technologies – blogs can offer a lot
of information/be a useful resource. You can use and refer to blogs, although
they should not comprise more than one of your four reputable sources.)
There
should not be any significant overlap in cases, meaning each group will present
on a different case. Priority will be given on a first-come, first-serve basis.
Hence, if you want to present on a particular case/incident/topic, then you
should decide this and inform the TA as soon as possible. I’ll post a list of
potentially interesting topics early in the semester, in case you’re having a
difficult time choosing a topic. The average length of the report will be ten to thirteen pages (four to five pages of your reports will outline/explain the case, while the
second six to eight pages will analyze
the case according to the case-study procedure). Hardcopies of drafts of the
written case studies are due in class on November
20, while hardcopies and e-versions of the final versions of case
studies are due the week after, November
27.
The
written cases will outline and analyze what happened/the relevant issues. Your
group will also be responsible for a presentation of the case, which will occur
during the final week of the semester, December
11. You are not allowed to simply read something you’ve written beforehand.
If you do so, then you’ll fail this part of the project. Make your presentation
visually interesting, for example, by using illustrations, pictures, or graphs.
In
preparation for both your written report and presentation, you’ll submit a
short abstract – no longer than one
page, including four
English-language sources – with a summary of your topic, list of ethical
issues, and four English-language sources. You’ll receive feedback on these to
improve your final report and presentation. Your
grade on all of these will be determined as much by form as content – in other words, that your written work follows
the conventions of the English language, employs APA style for the references,
is free of punctuation, grammar, and syntactical mistakes, etc. Again, check
the guidelines/grading criteria for your written work posted on Canvas, and if
writing is especially troublesome for you, then I encourage you to seek help
from the JI’s Writing Center. Again,
submit eversions and bring hardcopies to class.
E. Extra-credit (2-percentage points added to your final grade): To continue to improve the course
and materials used therein, you can earn extra-credit points by abbreviating/abridging
each chapter of the course text to no more than 1,250 words. Submit a Word
document with only those parts of the chapter you feel are the most essential
within two weeks of its being assigned. Include a word count at either the
beginning or end of the document.
4. Grading Policy
Final grades for this
course will be determined as follows:
Reading/attendance
quizzes (and/or other
in-class activities)
20%
Homework assignments (four
case-study analyses) 20%
Final exam 25%
Final case study 35%
Extra credit +4%
Grades will be
assigned according to this chart:
|
Final average |
Course grade |
Final average |
Course grade |
|
98% and above |
A+ |
77% and above |
C+ |
|
93% and above |
A |
73% and above |
C |
|
90% and above |
A- |
70% and above |
C- |
|
87% and above |
B+ |
60% and above |
D |
|
83% and above |
B |
59.9 and below |
F |
|
80% and above |
B- |
|
|
5. Academic
Integrity
All work handed in for this class
must be your own. The inclusion of any data, words, or ideas from any other
source must be acknowledged, and that source must be given proper credit.
Failure to do so is a violation of the Honor Code. Any suspected violation of
the Honor Code will be reported to Honor Council for investigation. In addition to any sanctions you might receive
from the Honor Council, plagiarism will result in a failing grade on the
assignment, as it will be deemed to have not been satisfactorily completed. For this course, plagiarism is defined as:
a)
The
use of any passage of three words or
longer from another source without proper attribution. Use of any phrase of
three words or more must be enclosed in quotation marks (“example, example, example”). The source of the material must be
identified in the text, by a parenthetical reference, footnote, or endnote.
b)
Use
of material from an uncredited source, making very minor changes (like word
order or verb tense) to avoid the three-word rule.
c)
Inclusion
of facts, data, ideas, or theories originally thought of by
someone else, without giving that person (organization, etc.) credit. You must
identify the source, whether in an endnote, footnote, parenthetical reference,
or in the text.
d)
Paraphrasing ideas or theories (writing them
in your own words) without giving the original thinker proper credit.
e)
Allowing
another person to make extensive changes to your paper. This is considered
“unauthorized aid.” (Allowing a friend to check your work for minor errors is
fine.)
f)
Use
of an electronic translation program such as Google Translate. The use of
machine translation programs is classified as “unauthorized aid.”
Even
assignments that you have struggled with will result in a grade higher than
that of plagiarized work. If you have any questions about what constitutes or
how to avoid plagiarism, please do not hesitate to ask.
6. Courtesy
Please
foster a learning atmosphere by respecting classmates, TA’s, and the me.
Students are asked to turn off their cell phones or put them on silent when
class begins. Please do not play with electronic devices during class. Any
discussions about grades should take place calmly. It is recommended that
students wait twenty-four hours before contacting an instructor or TA about a
disputed grade. If you are speaking while either myself or other students are
speaking – or not speaking in English – then I reserve the right to ask you to
leave class, as this is disruptive to the learning environment of the course.
7. Language
As long as
students are in the classroom, they should speak English. Students should also
speak English when meeting with the TA, although they can (try) to speak with me or their fellow, non-native-Chinese-speaking classmates
in Chinese. I will ask students not speaking in English to leave class.
*This syllabus is tentative and subject
to revision as the instructor sees fit.
8. Assignments and tentative
course schedule
|
Class |
Topic(s) |
Reading/homework |
Work due/exam |
|
1 – 9/11 Introduction to
the course |
Complete pre-course survey, introduce
ourselves, the course/reviewing the syllabus, and what is ethics/an exercise |
Read the syllabus and chapter one, submit a recent
picture of yourself, and complete the plagiarism tutorial |
|
|
Introduction
to global engineering ethics |
A
global perspective – the problem of theory, role of reason, role
responsibilities, consideration of cases, and reflection questions |
Read chapter two
and the guided analysis (appendix III), complete steps one through five of
the case study procedure on A Heating Unit Defect, submit a recent picture of
yourself, and complete the plagiarism tutorial |
Attendance/reading quiz on chapter one |
|
3 – 9/18 Working
with cases |
Review the
plagiarism tutorial and A Heating Unit Defect – why
study cases? steps for case analysis |
Read
chapter three, begin thinking about who’ll be in your group and your final group topic |
A Heating Unit
Defect, a recent picture of yourself, and the plagiarism tutorial |
|
Professionalism
and organizations |
What
is “professionalism”? professions and society – characteristics, professions
and individuals – engineering as a profession – professional organizations,
codes of ethics – history of codes – content of codes of ethics (ABET) |
Chapter four and
complete steps six through ten of the case study procedure on A Heating Unit
Defect, finalize who’s in your group and your final group topic |
Attendance/reading
quiz on chapter three |
|
5 – 9/25 Basic ethical principles for global
engineering |
Explanation – justification – the
nature of engineering, deriving the principles – the principles, review Development
and its Broader Contexts |
Complete abstracts |
Analysis of Heating Unit Defect, let the TA know
who’s in your group and what your final group topic is |
|
6 – 10/9 The prime responsibility of public safety |
Watch Deepwater
Horizon – safety, the environment, and economy |
Complete worksheet |
Final case study abstracts |
|
7 – 10/16 The prime responsibility of public safety |
Safety and engineers – the nature of
safety: safety and other responsibilities |
Chapter six and analyze the Volkswagen
Case |
Deepwater Horizon
worksheet, attendance/reading quiz on chapter five |
|
8 – 10/23 |
Employee ethical principles –
engineering and business: business and engineering ethics, potential for
conflicting duties? – Volkswagen case |
Chapters seven and eight |
Analysis of the Volkswagen Case |
|
9 – 10/30 Cross-cultural issues and autonomy |
Universalism in norms, relativism, the
nature of values, values and ethics: values and engineering ethics –
principles for engineering ethics – the concept of autonomy, autonomy and
engineers |
Read chapter nine |
|
|
10 – 11/6 Conflicting duties and dissent |
The duty of loyalty – employers’
legitimate authority, faithful agency – conflicts of interest, engineers and
dissent – whistleblowing – review The Case of John’s
Friendship |
Chapter ten |
|
|
11 – 11/13 Issues of Broader Concern |
Watch an episode of Black Mirror – social media |
Finish drafts of written portion of case study,
complete worksheet |
|
|
13 – 11/20 – Issues of Broader Concern |
Two cultures: engineers’ relationship
with the public – principles, ethics and the law – peer review of final case
studies |
Chapter eleven and revise written portions of case
studies |
Black Mirror
worksheet, draft of written portion of case study |
|
14 – 11/27 The rights of engineers |
The nature of rights – moral or human
rights, employee rights, special rights of engineers, and enforcement of
rights – review for the final exam |
Study for the final exam |
Attendance/reading quiz and final written portion
of case study |
|
15 – 12/5, 2-3:40 pm Final exam |
Final exam |
Complete PPT/prepare for short presentations |
Final exam |
|
16 – 12/11 PPT presentations |
PPT presentations |
|
PPT and presentations |
[1] If you have trouble with/are not sure how to take notes by hand, then you can check out this helpful link: https://students.dartmouth.edu/academic-skills/learning-resources/learning-strategies/notetaking
[2] See https://docs.google.com/presentation/d/1vmQ548UJ0WnoSwkfREU3iR-m2Co1xTWzGkhcv6bFbY8/edit#slide=id.g1bcb87dcc5_0_45, http://www.npr.org/2016/04/17/474525392/attention-students-put-your-laptops-away, and – with regard to the perils of laptops/tablets in the classroom in general – https://theconversation.com/facebook-fight-why-we-banned-laptops-ipads-and-smartphones-in-lectures-32116.


Off the Skein
Learn
Patterns
Finished Projects
About Me
Contact
contact me
Fill out the form below to send me a message.


Each application in traditional agile development model requires 1 to 4 weeks for the iterative development. The full development processes are as follows:
With many mature plug-ins and components provided in JXADF, users can search for the plug-ins they need in the plug-in store. The perfectly satisfactory plug-ins can be used directly; while for the plug-ins partially consistent with the demands, they can be modified according to the existing plug-in prototype. A plug-in will be customized only if no one plug matches with the demand. Moreover, the customized development can just focus on the requirement of a single application, which means the efficiency of development will be greatly improved. Based on years of experience in concrete projects, the iteration cycle will be narrowed down to 2 hours to 2 weeks when plug-in development model is applied.
Plug-in development model can make it easier for the third-party developers to join in the development team. The third-parties provide business plug-ins of all walks of life, while JianXin provides basic platform and advantageous business applications,both of which form a good new-product ecological environment.
The mainstream development platforms in the market basically provide some development framework and some basic applications. All the business solutions need to be developed by the developers, who are weak in the second development of packaged softwares. JianXin Tech. solves the problem with their years of experience in platform and business solutions by successfully blending platform and business solutions with plug-ins in a perfect way.
The platform can make the following profits for the third–party developers.
1：Accessible to enterprise-level agile plug-in development platform based on B/S.；
2：Various mature products are available; individualized business solutions can be quickly assembled；
3：Low cost of learning development and high development efficiency; individualized plug-in can be quickly developed；
4：Accessible to packaged business solutions, which can be applied to concrete projects；
5：The developed plug-in can be sold on JianXin Plug-in Store；
6：Able to acquire development technology supports
The platform can bring profits for the plug-in developers from the following three perspectives：
1: Accessible to the development platform for free；
2: The developed plug-in can be sold on JianXin Plug-in Store；
3: Able to acquire development technology supports；
The end-customer can achieve the following benefits：
1: Accessible to a set of business solutions；
2: There are various plug-ins to choose ,which can not only greatly reduce the cost of purchasing new softwares, but also can continuously improve the system itself；
3：Able to choose the third-party developers on their own and develop business plug-in ；
Website：http://demo.osgi.help
User name：admin
Password：123456
TIP: The demo data will be cleared on a irregular basis. The system is being improved continuously. There will be updating every week.
We have great talents gathering around. We provide competitive salary. We are expecting you here and now!

If you are a talent with lofty ideals, excellent technology, noble pursuit and strong passion, please let me(wmzsoft@gmail.com)know you.
QQ Groups：429895245 Hotline：400-8800-881


Ryan works as a Web Developer for the University of Portland. He works with jQuery, JavaScript, Java, Ruby, PHP, Liferay Portal, Drupal, and Apache's Jakarta Velocity Templating language.
For seven years, Ryan served as Department Head for Information Technology and Computer Engineering at Salish Kootenai College, on a team that created an NSF-funded four-year Bachelor of Science in Information Technology program and Science, Tech, Engineering, and Mathematics (STEM) camps for eighth to twelfth graders.
Prior to that, he worked as editor, web database developer, and information systems specialist for a river, stream, and wetland research program in the School of Forestry at the University of Montana.
One of Ryan's greatest passions is teaching and training coding and other technology to new learners. He volunteers in Portland schools to teach code and technology skills to kids.
Ryan holds a Master of Fine Arts degree in creative writing from the University of Montana and his poems have been published in Cut Bank and Andrei Codrescu's Exquisite Corpse. He spends his free hours painting, cartooning, playing blues harmonica, making learning toys, and practicing zazen. He spends his best moments with his daughter, his son, and his sweetheart, Shonna, in Portland, OR.
Check out Ryan's author profile.
Check out Ryan's daily art blog.


I am now studying at the Institute of Signal Space and Information System of Zhejiang University. My research focuses on speech signal processing and image processing.
The China Education Robot Contest is a science and technology competition organized by the China Artificial Intelligence Society. I participated in the fifth competition organized by Southeast University and won the National Grand Prize. Our team's entry project is a palletizing robot with autonomous tracking and handling capabilities.
As a member of the Nanchang University CRSN Lab. During that time, I led a provincial college student innovation and entrepreneurship project. The project was rated as an outstanding project at the end. Beside that, I participated in the China’s first "Internet Plus" innovation and entrepreneurship contest. In this project, I assist in the production of the product and the writing of the business plan. Our project stood out from 2,000 projects and ranked 13 in the final round. Besides,I participated in the provincial electronic design competition and won the third prize. Based on them, I have applied for several patents, two utility models have been authorized.
Volunteer @Qian Line
As a member of the 3rd Nanchang University Qian Line Support Education Research Group, I went to Yaona Village, Jianhe County, Kaili City, Guizhou Province for a one-month education. Then, I stayed for one year as the propaganda department director of the group. In the meantime, I served as a volunteer for Beijing Qipule Education and gave senior students a one-semester innovative curriculum at the Nanchang Center Elementary School.


Question 1: Console "Hello Word" in document.ready function.
Press ctrl+shift+I then navigate to console window.


Our happiness depends on our thoughts. We have about 60.000 thoughts a day. But only 3% of
them are constructive/positive! But we can choose to be happy by practicing positive thinking. All the bad news,
fears, stress and pressure around us often lead to negative thinking and depression. This easily becomes a habit
and heavily affects our happiness. According to the scientists 87% of all diseases are related to thought
patterns.
The only way to get rid of this bad mindset is to change your thinking! You have to learn to think positive
again. Those new thoughts have to strike roots in your thinking.
This app helps you to do so! It provides a scripture or quote picked by our little team for each day. By
reading the good words, thinking about them and maybe also meditate on them you can plant positive thoughts into
your brain.
Re-establish your happy thinking by the living word of Christ.
"Our happiness depends on the habit of mind we cultivate. So practice happy thinking every day. Cultivate the
merry heart, develop the happiness habit, and life will become a continual feast." -NORMAN VINCENT PEALE
I'd like to hear your feedback.
I'm constantly on the watch for new quotes. I can't promise your suggestions will be on the site but chances are pretty high :)
Freshen up your brain with positive thoughts for every day directly on your smartphone! The easeWave app can help you integrate positive thinking in your everyday life.
✔ Configurable Reminders
✔ Widgets for home and lockscreen
✔ DayDream Mode
✔ Save quote as image
✔ Free without adverts!
This app gives you an easy and efficient way to record your mood in everyday life. With the help of this app, you can follow and discuss progress made with therapy, with your doctor/psychotherapist. However, the diary can also help you to plan activities and your day.
One of the most important cognitive behavioral techniques is introspection,
the observation of activities, thoughts and moods.
It allows you and your therapist to gain a more objective overview of your ailments and to
check possible causes of or changes to symptoms during the course of the day or week.
You can, at the start of psychotherapy, develop an initial picture of the problems and
think of starting points for behavioral changes together.
✔ Ideal for people with worries, panic or depression
✔ Never forget an entry with individual reminders
✔ Built-in calendar view and manage your entries
✔ Analysis of the entries with the interactive diagram
✔ Export entries for further processing in e.g. excel
✔ Password protection
✔ Free without adverts!


Abundant Music is a procedural music generator that doesn't require any musical knowledge to generate music. You can generate new songs by pressing a single button.
Start with Tutorial 1 or take a look at the longer External Tutorials which will soon become the official tutorials


Mini Medical School
The Mini Medical School at the UC Riverside School of Medicine
The Mini Medical School (MMS) at the University of California, Riverside School of Medicine is a student-run community-driven pipeline program founded in 2012. This health education process serves the residents of Inland Southern California by providing professionally approved medical- and health-related information to those in community settings in order to help bridge health disparities.
Mini Medical School (MMS) is a pipeline program to the UCR School of Medicine. It was founded as a response to the Inland Empire being one of the most underserved areas in all of the US.
Students go out into the community and offer professionally approved medical- or health-related information through student made pamphlets and presentations to reduce health care barriers while empowering the residents of Inland Southern California with knowledge that will help them prevent and manage their diseases.
Mini Medical School not only benefits the community, but also develops vital skills in pre-health students such as public speaking, underserved community experience, and collaborative ability. MMS also hosts medical student panels, lectures from UCR SOM faculty, and skill workshops to enrich its members to prepare for their field.
Mini Medical School continues to grow within the community of UCR and Inland Southern California and has served over thousands of residents by offering information on diabetes, oral health, nutrition, and many other issues within the community.
Get Involved
If you have more questions, contact a cabinet member or reach us at minimedicalschool.ucr@gmail.com.


Structure
HSWidgetSize
A structure that contains dimensions in grid positions.
Declaration
typedef struct HSWidgetSize {
...
} HSWidgetSize;
Overview
Sizes have a width/height that represent the number of grid positions in rows/columns it would occupy. These sizes are represented using (number of rows, number of columns) format.
Topics
Constants
-
HSWidgetSizeZero
A size constant with dimension containg 0 width and height.
Creating Size
-
HSWidgetSizeMake
Make a widget size using the specified number of rows and columns.
Arithmetic
-
HSWidgetSizeAdd
Add the given number of rows and columns to the specified size.
Checking Characteristics
-
HSWidgetSizeEqualsSize
Return whether two sizes are equal.
Getting Occupied Spaces
-
SpacesForWidgetSize
Return number of grid positions that the specified size would occupy.


Discourse Discord
Should the server cease voting for moderators?
Mark the option you want to prevail!
Elector Form
Should the server cease voting for moderators?
Choose an option. If we vote to end voting, the mods will be Dooby, Tringle, Sylvanas, Eugenio, Ratpack, Spilk, and Naho.
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List of all members.
Public Member Functions |
|
def | __init__ |
|
def | FK_vanilla |
|
def | FK |
| def | IK |
| | Computes IK for the tooltip.
|
|
def | IK_vanilla |
|
def | IK |
| def | jacobian |
| | compute Jacobian at point pos.
|
|
def | get_joint_limits |
| | return min_array, max_array
|
| def | set_tooltip |
| | define tooltip as a 3x1 np matrix in the wrist coord frame.
|
|
def | arm_config_to_points_list |
|
def | distance_from_ee_along_arm |
|
def | distance_from_arm |
|
def | is_contact_at_joint |
Public Attributes |
|
| tooltip_pos |
|
| tooltip_rot |
|
| n_jts |
Member Function Documentation
Computes IK for the tooltip.
The desired location is first transformed back into the last link's frame and IK is performed on that location.
- Parameters:
-
| pos | Desired link position (3x1 np matrix) |
| rot | Desired link rotation (3x3 np matrix) |
| q_guess | Estimate of the desired joint angles which seeds the IK solver |
compute Jacobian at point pos.
define tooltip as a 3x1 np matrix in the wrist coord frame.
The documentation for this class was generated from the following file:
- /home/jdh/ros_sandbox/hrl_haptic_manipulation_in_clutter/hrl_haptic_mpc/src/hrl_haptic_mpc/hrl_arm.py


I love video-games, Subarus (specially STIs), understanding how things work and creating cool stuff, at least for me! I try to focus everyday on never losing, by either winning or learning.
A mobile app with the objective to connect people from all around the world through street art, with the options to browse street art photos taken by users scrolling through a map and clicking on pins that represent a piece of art and its respective location, pins from places you've been to are different from pins you've never visited before, or using a photo belt to simply see all the pictures without having to navigate a map. Users can contribute taking their own pictures of street art and the photo will automatically be tagged on the proper location on the map.
A website for curious people and people looking to kill some time, browse through a collection of user submitted riddles with answers or with no answers, if you know the answer just send it on the comments or use it to discuss the riddle itself.
This was a group project, we did this with the goal to feed it any unsolved sudoku board and it would return the solved board. Using only logical guesses at first it would solve boards that didn't require any kind of number guessing fairly easy, but then get stuck on boards that required guessing.
Implementing guessing was a lot of fun once we understood the proper way to implement backtracking so that the algorithm would go back to the last valid board once it found an invalid path. Eventually the algorithm even became capable of solving a completely empty sudoku board!
I decided to do this one because there are many types of sorting and I wanted to begin to understand how computers can do it, also, I don't know exactly what it is, but there is something about this that relaxes me!


Two players are playing the following game on an $8\times 8$ chessboard: taking turns, each player selects one edge that borders two squares on the chessboard and coloring it blue. (Note: this means edges on the boundary of the chessboard are not in play.) The player who is forced to create a closed blue polygon loses the game. Which player has a winning strategy and what is it?
Due Wednesday, April 12 at midnight submitted to this Google form. You must be logged into your NAU gmail to submit via this form. If you are having trouble with the form, feel free to email a solution to Rachel.Neville@nau.edu